Book Test 1

Cambridge Preliminary English Test for Schools 1 WITH ANSWERS

Examination papers from University of Cambridge ESOL Examinations

. . . :·: ... CAMBRIDGE :::

UNIVER SITY P R E SS

•

CA MRRIOG E UNIVE R SIT Y PRESS

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C9 Cambridge University Press 2010 It is norma lly necessary for written permission for copying to be obtained in advance from a publishcr. Thc candidate answer sheets at the back of this book are designed to be copied and distributcd in class. Thc normal requirements are waived here and it is not necessary to write to Cambridge Univcrsity Press for permission for an individual teacher to make copies for use within his or her own classroom . O nly those pages which carry the wording '© UCLES 2010 IJINIQIG§HIDM•may be copied. First published 20 10 Printed in thc United Kingdom at the University Press, Cambridge A catalogue recordfor this publication is avai/ab/efrom the British L ibrary ISBN 971!-0-52 1-1 68250 Student's Book with answers ISBN 978-0-52 1- 188296 Student's Book without answers ISBN 978-0-521-166553 Audio C D Set ISBN 978-0-52.1-1 70604 Self-study Pack Cam bridge University Press has no responsibility fo r the persistcncc or accuracy of URLs fo r externa! or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, o r will remain, accurate or appropriate. l nfo rmation regarding prices, travel timetables and othcr factual informa tion given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

Contents A Guide to PET for Schools Test 1

12

Test 2

32

Test 3

52

Test 4

72

Frames for the Speaking Test Test 1 Key

104

Test 2 Key

11 7

Test 3 Key

129

Test 4 Key

141

Sample answer sheets Acknowledgements

4

92

153

158

Visual material for the Speaking test

colour section at centre of book

A Guide to PET for Schools The PET for Schools examination is part of a group of general English examinations developed by Cambridge ESOL. All five examinations in this suite have similar characteristics but are designad for different levels of English language ability. Within the five levels, PET is at level 81 (Threshold) in the Council of Europe 's Common European Framework of Reference for Languages: Learning, teaching, assessment.

Council of Europe Framework Level

UK National Qualifications Framework Level

CPE Certificate of Proficiency in English

C2

3

CAE Certificate in Advanced English

C1

2

FCE First Certificate in English

82

1

81

Entry 3

A2

Entry 2

Examination

PET for Schools Preliminary English Test KET for Schools Key English Test

.

PET for Schools is a popular exam with candidatas who are learning English out of personal interest and for those studying English as part of their school studies. lt is also useful preparation for higher-level exams, such as FCE (Fi rst Certificate in English). lf you can deal with everyday written and spoken communication (for example: read simple textbooks and articles, write simple personalletters, make notes during a lesson), then this is the exam for you. There are two versions of PET available: PET and PET for Schools. PET for Schools was introduced to meet the needs of the increasing number of younger candidatas taking PET. 8oth PET and PET for Schools follow exactly the same format, and the task types, testing focuses and level of the question papers are identical. The only difference in the two versions of the exams is that the content and treatment of topics in PET for Schools are particularly targeted at the interests and experience of younger people.

Topics These are the topics used in the PET for Schools exam : Clothes Oaily life Education Entertainment and media Environment Food and drink Free time Health, medicine and exercise

4

Hobbies and leisure House and home Language People Personal feelings, experiences and opinions Personal identification Places and buildings

Relations with other people Services Shopping Social interaction Sport The natural world Transport Travel and holidays Weather

A guide to PET for Schoo/s

PET content: an overview Paper

Name

Tlmlng

Content

Test focus

Paper1

Reading/ Writing

1 hour 30 minutes

Reading: Five parts which test a range of reading skills with a variety of texts, ranging from short notices to longer continuous texts.

Assessment of candidates' ability to understand the meaning of written English at word, phrase, sentence, paragraph and whole text level.

Writing: Three parts which test a range of writing skills.

Assessment of candidatas' ability to produce straightforward written English, ranging from produd ng variations on simple sentences to pieces of continuous text.

Paper2

Listening

35 minutes (approx.)

Four parts ranging from short exchanges to longer dialogues and monologues.

Assessment of candidates' ability to understand dialogues and monologues in both informal and neutral settings on a range of everyday topics.

Paper3

Speaking

1ü-12 minutes per pair of candidates

Four parts: In Part 1, candidates interact with an examiner; In Parts 2 and 4 they interact with another candidata; In Part 3, thay have an extended individual long turn.

Assessment of candidatas' ability to express themselves in order to carry out functions at 81 level. To ask and to understand questions and make appropriate responses. To talk freely on matters of personal interast.

Paper 1: Reading and Writing Paper format The Reading component contains five parts. The Writing component contains three parts. Number of questions Reading has 35 questions; Writing has seven questions. Sources Authentic and adapted-authentic real-world notices; newspapers and magazines; simplified encyclopaedias; brochures and leaflets; websites. Answerlng Candidates indicate answers by shading lozenges (Reading), or writing answers (Writing) on an answer sheet. Timing 1 hour 30 minutes. Marks Reading: Each of the 35 questions carries one mark. This is weighted so that this comprises 25% of total marks for the whole examination .

5

A guide to PET. for Schools

Writing: Questions 1-5 carry one mark each. Question 6 is marked out of five; and Question 7/8 is marked out of 15. This gives a total of 25, which represen!~ 25% of total marks for the whole examination. Preparing for the Reading component

To prepare for the Reading component, you should read a variety of authentic texts, for example, newspapers and magazines, non-fiction books, and other sources of factual material, such as leaflets, brochu res and websites. lt is also a good idea to practise reading (and writing) short communicative messages, including notes , cards and emaíls. Remember you won't always need to understand every word in order to be able to do a task in the exam. Before the examination, think about the time you need to do each part. lt ís usually approximately 50 minutes on the Reading componen! and 40 minutes on the Writing component. Reading Number of questions

Part

Task Type and Format

Task Focus

1

Three-option multiple choice. Five short discrete texts: signs and messages, postcards, notes, emails, labels, etc.

Reading real-world notices and other short texts for the main message.

5

2

Matching. Five items in the form of descriptions of people to match to eight short adaptedauthentic texts.

Reading multiple texts for specific information and detailed comprehension.

5

3

True/False. Ten items with an adapted-authentic long text.

Processing a factual text. Scanning for specific information while disregarding redundan! material.

10

4

Four-option multiple choice. Five items with an adapted-authentic long text.

Reading for detailed comprehension: understanding attitude, opinion and writer purpose. Reading for gist, inference and global meaning.

5

5

Four-option multiple-choice cloze. Ten items, plus an integrated example, with an adapted-authentic text drawn from (one of) a variety of sources. The text is of a factual or narrative nature.

Understanding of vocabulary and grammar in a short text, and understanding the lexico-structural patterns in the text.

10

Preparing for the Writing component Part 1 You have to complete five sentences which will test you r grammar. There is an example, showing exactly ~hat the task involves. You should write between one and three words to fill this gap. The second sentence, when complete, must mean the same as the fírst sentence.

lt is essential to spell correctly and no marks wíll be gíven íf a word is misspelled. You will also lose the mark íf you produce an answer of more than three words, even if your wríting íncludes the correct answer.

6

A guide to PET for Schools

Part 2 You have to produce a short communicative message of between 35 and 45 words in length. You are told who you are writing to and why, and you must include three content points. These are clearly laid out with bullet points in the question. To gain top marks, all three points must be in your answer, so it is important to read the question carefully and plan what you will include. Marks will not be deducted for small errors. Befare the exam, you need to practise writing answers of the correct length . Answers that are too short or too long will probably lose marks. The General Mark Scheme below is used with a Task-specific Mark Scheme (see pages 104, 117, 129 and 141). · General Mark Scheme for Writing Part 2 Mark

Crlterla

5

All content elements covered appropriately. Message clearly communicated to reader.

4

All content elements adequately dealt with. Message communicated successfully, on the whole.

3

All content elements attempted. Message requires sorne effort by the reader. or One content element omitted but others clearly communicated.

2

Two content elements omitted, or unsuccessfully dealt with. Message only partly communicated to reader. or Script may be slightly short (2D-25 words).

1

Little relevan! content and/or message requires excessive effort by the reader, or short (1D-19 words).

o

Totally irrelevant or totally incomprehensible or too short (under 1O words).

Part 3 You have a choice of task: either a story oran informalletter. You need to write about 100 words for both tasks. Answers below 80 words will receive fewer marks. Make sure you practise enough befare the exam. Reading simplified readers in English will give you id9as for story writing. Also writing toa penfriend or e-pal will give you useful practice. Mark Scheme for Writing Part 3 Band 5 - the candidate's writing fully achieves the desired effect on the target reader. The use of language will be confident and ambitious for the level, including a wide range of structures and vocabulary within the task set. Coherence, within the constraints of the level, will be achieved by the use of simple linking devices, and the response will be well organised. Errors which do occur will be minar and non-impeding, perhaps dueto ambitious attempts at more complex language . Overall, no effort will be required of the reader.

7

A guide to PET: for Schoo/s

Band 4- the candidate's writing will achieve the desired effect on the target reader. The use of language will be fairly ambitious for the level, including a range of structures and vocabulary within the task set. There will be some linking of sentences and evidence of organisation . Some errors will occur, although these will be generally non-impeding . Overall, only a little effort will be required of the reader. Band 3- the candidate's writing may struggle at times to achieve the desired effect on the target reader. The use of language, including the range of structure and vocabulary, will be unambitious , or, if ambitious, it will be flawed. There will be some attempt at organisation but the linking of sentences will not always be maintained. A number of errors may be present, although these will be mostly non-impeding. Overall, some effort will be required of the reader. Band 2- the candidate's writing struggles to achieve the desired effect on the target reader. The use of language, including the range of structure and vocabulary, will tend to be simplistic, limited, or repetitiva. The response may be incoherent, and include erratic use .o f punctuation. There will be numerous errors which will sometimes impede communication. Overall, considerable effort will be required of the reader. Band 1 - the candidate's writing has a negativa effect on the target reader. The use of language will be severely restricted, and there will be no evidence of a range of structures and vocabulary. The response will be seriously incoherent, and may include an absence of punctuation. Language will be very poorly controlled and the response will be difficult to understand. Overall, excessive effort will be required of the reader. Band O - there may be too little language for assessment, or the response may be totally illegible; the content may be impossible to understand, or completely irrelevant to the task. Writing

8

Numberof questlons

Part

Task Type and Format

Task Focus

1

Sentence transformations. Five items, plus an integrated example, that are theme-related. Candidates are given sentences and then asked to complete similar sentences using a different structural pattern so that the sentence still has the same meaning. Candidates should use no more than three words.

Control and understanding of Threshold/PET grammatical structures. Rephrasing and reformulating information.

5

2

Short communicative message. Candidates are prompted to write a short message in the form of a postcard, note, email, etc. The prompt takes the form of a rubric to respond to.

A short piece of writing of 35-45 words focusing on communication of specific messages.

1

3

A longer piece of continuous writing. There is a choice of two questions, an informal letter ora story. Candidates are primarily assessed C?n their ability to use and control a range of Threshold-levellanguage. Coherent organisation, spelling and punctuation are also assessed.

Writing about 100 words focusing on control and range of language.

1

A guide to PET for Schools

Paper 2: Listening Paper format This paper contains tour parts. Number of questions 25 Text types All texts are based on authentic situations. Answering Candidates indicate answers either by shading lozenges (Parts 1, 2 and 4) or writing answers (Part 3) on an answer sheet. Candidates record their answers on the question papar as they listen. They are then given six minutes at the end of the test to copy these on to the answer sheet. Recording information Each text is heard twice. Recordings will contain a variety of accents corresponding to standard variants of native speaker accents. Timing About 35 minutes, including six minutes to transfer answers. Marks Each question carries one mark. This gives a total of 25 marks, which represents 25% of total marks for the whole examination. Number of questions

Part

Task Type and Format

Task Focus

1

Multiple choice (discreta). Short neutral or informal monologues or dialogues. Seven discreta three-option multiple-choice items with visuals, plus one example.

Listening to identify key information from short exchanges.

7

2

Multiple choice. Longer monologue or interview (with one main speaker). Six three-option multiple-choice items.

Listening to identify specific information and detailed meaning.

6

3

Gap-fill. Longer monologue. Six gaps to fill in. Candidatas need to write one or more words in each space.

Listening to identify, understand and interpret information.

6

4

True/False. Longer informal dialogue. Candidatas need to decide whether six statements are correct or incorrect.

Listening for detailed meaning, and to identify the altitudes and opinions of the speakers.

6

9

A guide to PET_ for Schoo/s

Preparing for the Listening paper You will hear the instructions for each task on the recording , and see them on the exam paper. In Part 1, there is also an example text and task to show you how to record your answers. In Parts 2, 3 and 4, the instructions are followed by a pause; you should read the questions in that part then. This will help you prepare for the listening. The best preparation for the listening paper is to listen to authentic spoken English at this level. Having discussions provides a good authentic source of listening practice, as does listening to the teacher. You can also listen to texts to give you practice in understanding different voices and styles of delivery.

Paper 3: Speaking Paper format The standard format is two candidatas and two examiners. One of the examiners acts as an interlocutor and the other as an assessor. The interlocutor directs the test, while the assessor takes no part in the interaction.

Tlming 1G-12 minutes per pair of candidatas.

Marks Candidates are assessed on their performance throughout the test. There are a total of 25 marks in Paper 3, making 25% of the total score for the whole examination. Part

Task Type and Format

Task Focus

Timing

1

Each candidate interacts with the interlocutor. The interlocutor asks the candidates questions in turn, using standardised questions.

Giving information of a factual , personal kind. The candidates respond to questions about present circumstances, past experiences and future plans.

2- 3 minutes

2

Simulated situation. Candidates interact with each other. Visual stimulus is given to the candidates to aid the discussion task. The interlocutor sets up the activity using a standardised rubric.

Using functional language to make and respond to suggestions, discuss alternativas, make recommendations and negotiate agreement.

2- 3 minutes

3

Extended turn. A colour photograph is given to each candidate in turn and they are asked to talk about it for up to a minute. 8oth photographs relate to the same topic.

Describing photographs and managing discourse, using appropriate vocabulary, in a longar turn.

3 minutes

4

General conversation. Candidatas l nteract with each other. The topic of the conversation develops the theme established in Part 3. The interlocutor sets up the activity using a standardised rubric.

The candidatas talk together about their opinions, likes/dislikes, preferences, experiences, habits, etc.

3 minutes

10

A guíde to PET for Schools

Assessment

Throughout the test, you are assessed on your language skills, not your personality, intelligence or knowledge of the world. You must, however, be preparad to develop the conversation, where appropriate, and respond to the tasks set. Prepared speeches are not acceptable. You are assessed on your own individual performance and not in relation to each other. Both examiners assess you. The interlocutor awards a mark for global achievement; the assessor awards marks according to: Grammar and Vocabulary, Oiscourse Management, Pronunciation and lnteractive Communication.

Grammar and Vocabulary This refers to the accurate and appropriate use of grammatical forms and vocabulary. 1t also includes the range of both grammatical forms and vocabulary. Performance is viewed in terms of the overall effectiveness of the language used in dealing with the tasks. Oiscourse Management This refers to the coherence, extent and relevance of each individual's contribution. On this scale, the ability to maintain a coherent flow of language is assessed, either within a single utterance or over a string of utterances. Also assessed here is how relevant the contributions are to what has gone before. Pronunciation This refers to the candidate's ability to produce comprehensible utterances to fulfil the task requirements. This includes stress, rhythm and intonation, as well as individual sounds. Examiners put themselves in the position of the non-language specialist and assess the overall impact of the pronunciation and the degree of effort required to understand the candidata. Different varieties of English, e.g. British, North American, Australian, etc., are acceptable, provided they are used consistently throughout the test. lnteractive Communication This scale refers to the candidate's ability to use language to achieve meaningful communication. This includes initiating and responding without undue hesitation , the ability to use interactiva strategies to maintain or repair communication , and sensitivity to the norms of turn-taking.

Further information More information about PET for Schools or any other Cambridge ESOL examination can be obtained from Cambridge ESOL at the address below or from the website at www. Cambridge ESOL.org University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom

T elephone +44 1223 553355 Fax: +44 1223 460278 email: ESOLHelpdesk@ CambridgeESOL.org

11

Test 1 PAPER 1

READING ANO WRITING TEST

(1 hour 30 minutes)

READING

Part 1 Questions 1-5 Look at the text in each question. What does it say? Mark the correct letter A, B or on your answer sheet.

e

Example:

O

~Ilt±========~nj===~====~n~ A Go to the office if you have lost a floppy disc.

1~ LOST FLOPPY OISC 1 Lost on Tuesday- contaíns ímportant 6choolwork. Hand in to office.

B Make su re all schoolwork is given in on floppy disc to the office.

e

lf you have found a floppy disc, please leave it at the office.

Answer:

1

STUDENTS!

€

A Lost locker keys can be replaced for a charge of 6€.

YOUR 6€ DEPOSIT FOR

! LOCKER KEYS WON'T BE REFUNDED IF KEYS ARE LOST.

B You cannot collect your locker key until you have paid a 6€ deposit.

e

2

12

Jo Can you get me a 'Fast Boys' T-shlrt from their concert tomorrow? llike the purple ones, but another colour's OK ifthey haven't got one in my size. Thartks Hannah

We cannot return your 6€ deposit if you lose your locker key.

A Hannah has gota purple 'Fast Boys' T-shirt and wants one in another colour. B Hannah would rather have a purple 'Fast Boys' T-shirt if possible.

e

Hannah only wants a 'Fast Boys' T-shirt it it's a purple one.

Reading

What has changed about eJass 5's party?

3

Class 5 Garden Party

A the time

17 July

B the place

3.30pm

Because of bad weather, tomorrow's party will now be in the School Hall. Please give party food and drink to Mrs Bloom by 11om.

n_

4

e

Mum is wrltlng to

_O

_u

1.-::!_

the refreshments

~

M'J..

A tell Becky to stay at home to see her aunt.

~ott..t

for,rt \jO'tr A'ittt )Attt..í co...ttt., to ít«\j tottt.,kt., ío CAtt

B ask Becky to tidy the house befare she leaves_

\jO\i ~ {\in ~ ~'' (f ttMt wkttt ~ !JO 0\it ~,

e

«.ftmtOOMT

remind Becky to go to her aunt's house.

11\i'"

5

®

School Fitness Centre

1

@

From the end of August, the fitness centre wíll be closed during the weekends and eveníngs. @

@

The school fitness centre will A change its opening hours at the end of August. B have shorter opening hours until the end of August.

e

open again to students at the end of August.

13

Test 1

Part 2 Questions 6-1 O The young people below all want to do an art course during their school holidays. On the opposite page there are descriptions of eight short art courses. Decide which course would be the most suitable for the following people. For questions 6-1 O, mark the correct letter (A-H) on your answer sheet.

6

Alice wants a course to help her with her drawing skills, particularly with drawing the latest styles of clothes, shoes and bags , because she wants to study this later at college.

7

Darius laves making comic books, but isn't confident about his drawing. He wants to draw superheroes and animals and create adventures about them , but doesn't want to display his work.

8

Cassie enjoys making pictures and objects from different materials. During the course she'd like to use her lave of sport in her designs, and visit an exhibition to get new ideas.

9

Marc is talented at drawing, but also likes filming his friends on an old digital camera. He wants to develop this skill by learning to use more advanced equipment, and prepare for further study.

10

Harry has done a cou rse about printing on paper, and would like to learn how to print on other materials. He also wants to produce something to take home and wear.

14

Readíng

Short Art Courses A Wild Art This course concentrates on teaching d rawing and painting, and you 'll use your new skills to make a wall poster on the theme of an imals, to ta ke home. And w e've got lots of pictu re books from galleries around the world to give you ideas! There 'll be an ex hibition of everyone's work at the end, too .

B Colourscape Come and make a bag t o keep your school garnes clothes in! We s upply lots of colourful wool and printe d cotton - you choose the design and colour (like your favourite football or hockey tearn colours!). There'll also be a trip to a gallery to help you get creative in your designs.

C

Create! This coursc is all about tell ing good stori es in pictures. There' ll be cartoon films to watch, and instruction in how to draw your favourite characters - but your imagination is much more important than your drawing ski lis here! The course includes a visit to a cartoon museum.

D

Art Attack You' ll work on dcvcloping creative skills, like printing, photography, cartoons and movie-making, using the Jatest technology. This course is great for anyone wanting lo take these subjects at college. Good drawing skills are helpful on this coursc, and students ' work will he put into a book, where suitable, for everyone to buy.

E

Art Matters This course will concentrate on different drawing techniques, including using inks and colour. We'll get you to draw live models wearing designer fashions and sportswear - so if you like designing fashion and think your future is in this area, then this course is for you!

F

Art Magic This fun course shows you how to

Arts Centre Ever wonde r ed what your comic stories wou ld look like on fil m? Here' s you r chance to find out! Brin g a l o ng you r own comic drawings or prints - goodquality ones if p o ssible - and we'l l transfer the action from y o ur page onto the sc r een! Film show of the best cartoons at the end!

H Rainbow Bring along a clean white T-shirt for this fun course! Using printing inks and paints, we'll show you how to transfer a picture onto your T-shirt and create a special artwork that you can put on for everyone to admire!

G

design and make fashion jewellery from natural mater ials, and particularly how to use photography t o help you get ideas for your designs. So if you have your own camera, bring it along!

15

Test 1

Part 3 Questlons 11-20 Look at the sentences below about a family trip to see dolphins. Read the text on the opposite page to decide if each sentence is correct or incorrect. lf it is correct, mark A on your answer sheet. lf it is not correct, mark 8 on your answer sheet. 11

Paul has family connections with the place he first visited in New Zealand.

12

Paul and his family chose to go to Kaikoura as part of their tour.

13

As soon as Paul arrived in Kaikoura he knew he might see sorne dolphins there.

14

The weather got worse during Paul's boat trip.

15

Paul had expected to go swimming closer to land.

16

Paul was beginning to feel unhappy about the trip until someone saw the dolphins.

17

Paul believed the dolphins were inviting him to join them in the water.

18

Paul felt that he had failed to communicate with the dolphins.

19

One dolphin copied exactly what Paul did in the water. ·

20

Paul was pleased when the guides finally called them back onto the boat.

16

Readíng

Dolphin Trip By Paul Hannan My family have always been huge fans of New Zealand - my mum comes from the capital - so we saved up and went for a holiday there. We started with a week in the city she grew up in: Atter that, we toured around for a while before ending up by chance in Kaikoura, a small town on the coast. The first evening it seemed a rather dull place, but the next day 1remembered what l'd read about it - that it was often possible to see dolphins and whales there! 1'11 always think of Kaikoura as the place where 1finally achieved my lifelong ambition - to swim with wild dolphins. My family and 1set off on a dolphin trip on a cold, grey day with a number of other people on a small boat. However, the sky soon turned blue, and we raced across the waves in the sunshine until we finally reached the place where we were supposed to go swimming. To my surprise, this was more than 40 km from land. 1was quite cold by this time, and really starting to wonder why my family had made me come all the way out there, when suddenly someone shouted 'Dolphins!'. All 1could see were fins everywhere - there were more than a hundred dolphins, all swimming towards our boat! Many of them were jumping around in the water as if they were asking us to come and play. 1put on my snorkel and jumped into the sea. Everywhere 1looked, all 1could see was dolphins, swimming under me and round me. Then 1remembered the guide had told us to make sounds in the water to attract them. So 1did and actually heard them making similar sounds, as if they were trying to answer me. 1even made eye contact with one dolphin, and watched it carefully as 1swam round in a circle. Amazingly, the dolphin almost followed me, but then changed its mind, although it kept eye contact with me all the time. lt ·really made me realise how intelligent and beautiful these creatures are. Then after an hour of swimming the guides called us to get back onto the boat. Although 1had enjoyed myself, 1was keen to leave the water by then as 1was very cold. As 1got dry 1noticed that eyeryone on board was smiling and 1 realised what a very special moment we'd had. 1'11 never forget that experience, and Kaikoura will always have a special place in my heart.

17

Test 1

Part 4 Questions 21-25 Read the text and questions below. For each question, mark the correct letter A , B,

e orO on your answer sheet.

One to watch! Essay by Jessica Bourne, aged 14 l'm a big fan of films featuring the spy James Bond. l've got most of them on DVD. We've recently bought Ouantum ot Solace, in which Daniel Craig plays the part of Bond. 1don't know why the film's got that name- but it's a great movie, anyway. All the actors who've played James Bond have been great, but Daniel Craig, who's made lots of other films, plays the part better than any of them. Even though he doesn't tal k very much, 1 think he's the most perfect actor for the role. He even does a few of the more dangerous things in the film himself, instead of getting someone else todo them. 1did wonder sometimes whether he'd be clever enough to defeat the bad people - but l'm not going to tell yo u the ending! The actress who stars with Craig gives a fantastic performance too- lloved all the glamorous clothes she wore! The director probably hada hard job making this Bond film as full of action as earlier ones. But the excitement starts right at the beginning here, with a car chase along a mountairi road, and plenty of other thrilling scenes, too - Bond leaping off tall buildings and so on. Unfortunately 1 found the story difficult to follow in places, and it also seemed to be over very quickly- it lasted under two hours. 1also felt there weren't as many jokes as in the old Bond films. And where was all the ridiculous Bond equipment - the underwater car or exploding watch that everyone laughed at? This is a more serious, darker Bond film, but 1still really enjoyed it. 21

What is Jessica trying to do in her essay?

A B

e O

18

explain what first attracted her to Bond films tell readers about the Bond DVDs she owns give a balanced view of a Bond film she has seen describe how paniel Craig got the part of James Bond

Reading

22

What can a reader find out from Jessica's essay?

A B

e O

23

What does Jessica tell us about Craig in the new Bond film?

A B

e O

24

He He He He

performs sorne of the action scenes. wears sorne stylish clothes. is given a lot of lines to say. looks strong and fit enough to fight the criminals.

What is one problem with the film, according to Jessica?

A B

e D

25

whether Quantum of Solace is her favourite Bond film what other films Daniel Craig has made which other actors have played James Bond whether she thinks Daniel Craig is the best James Bond

lt seems a bit too long. lt's sometimes hard to understand what's happening. lt has too much silly technology in it. lt has jokes that aren't very funny.

Which of these might appear in a magazine review of the new Bond film?

A

e

lt's full of excitement, with Bond jumping across rooftops, so don't be disappointed by the slow start.

B

l'm not sure the title tells you much ... but be prepared to watch a rather different kind of Bond movie.

D

The director wanted to move away from the last Bond film and include a bit less action.

Daniel eraig performed well as James Bond, but the main female star was disappointing.

19

Test 1

Part 5 Questions 26-35 Read the text below and choose the correct word for each space. For each question, mark the correct letter A, B, e or O on your answer sheet. Example:

O

A which

Answer:

0

B where

1

! !

e

who

D what

~~1

New Home - New School by Megan Williams, aged 13 Last year my Dad got a new job. It was in a town (O) ........................ was 100 kms from our home. Mum and Dad (26) ........................ we would have to move, because it was a long way for Dad to (27) ........................ every da y. When they (28) ........................ me about their plan 1 was upset (29) ........................ 1 loved my home and school. 1 was worried that 1 would (30) ........................ all my friends and teachers a lot. Anyway, six months (31) ........................ that, my family moved to the town of Hexford. The house was much bigger than our old one, and (32) ........................ my bedroom window I (33) ........................ see the sea. I wasn 't looking forward to the first day at my new school. 1 felt really (34) ........................ about meeting lots of new people. But when I got there everyone was great! My class teacher was nice and I (35) ........................ friends with two girls in my class. Moving home isn't that bad, after all! 26

A chose

B decided

27

A transport

B carry

28

A said

B spoke

29

A because

B so

30

A forget

B lose

31

A further

B after

32

A down .

B along

33

A shall

B could

34

A nervous

B disappointed

35

A knew

B found

20

e e e e e e e e e e

selected

D picked

tour

D travel

told

O explained

but

O and

leave

D miss

next

D later

from

O away

must

O would

angry

O bored

made

O met

Writing

WRITING Part 1 Questions 1-5 Here are sorne sentences about a game. For each question , complete the second sentence so that it means the same as the first. Use no more than three words. Write only the missing words on your answer sheet. You may use this page for any rough work. Example: O

The game is called Jotto. The name ............................................................. is Jotto.

Answer:

1

1

O

1

of the game

You can't play Jotto unless there are at least two players. Vou can only play Jotto ............................................................. there are at least two players.

2

You can play Jotto in a team or by yourself. Vou can play Jotto in a team or on ............................................................. own.

3

1enjoy the game, and my parents enjoy it too. 1enjoy the game and so ............................................................. my parents.

4

My friend said that she had never played Jotto. My friend said, '1 ............................................................. played Jotto.'

5

What about playing the game now? Shall ............................................................. the game now?

21

Test 1

Part 2 Question 6 Your English friend , Emma, has sent you sorne birthday money for you to buy a music CD. Write an email to Emma. In your email, you should • thank Emma for the present • say which music CD you are going to buy • explain why you have chosen this CD. Write 35-45 words on your answer sheet.

22

Writing

Part 3 Write an answer to one of the questions (7 or 8) in this part. Write your answer in about 100 words on your answer sheet. Mark the question number in the box at the top of your answer sheet.

Question 7 • This is part of a letter you receive from a British friend.

¡{_ \

I went toa great restaurant with my family last night. Which do you prefer: eating at home or in restaurants? Tell me about your favourite place to eat.

\'(._____

_ __

___,

• Now write a letter to your friend. • Write your letter on your answer sheet.

Question 8 • Your English teacher wants you to write a story. • This is the title for your story:

How 1met my best f riend • Write your story in about 100 words on your answer sheet.

23

Test 1

PAPER 2

LISTENING TEST

Part 1

approx 35 minutes (including 6 minutes transfer time)

,

Questions 1-7

There are seven questions in this part. For each question there are three pictures and a short recording. For each question , choose the correct answer A , B or C. Example: Where is the girl's hat?

® 1

B

e

B

e

Where is the girl's book now?

A

24

e

Which dish did Mark cook in the competition?

A 2

B

Listening

3

WhoJives with Josh in his house?

A

4

e

B

e

B

e

What will the girl take with her on holiday?

A

5

B

What time will the train to Manchester leave?

A

25

Test 1

6

Where will the friends~meet?

A

7

e

Which sport will the boy do soon at the centre?

A

26

B

B

e

Lístening

Part 2 Questions 8-13 You will hear an interview with a singer called Nick Parker who plays in a band called Krispy with his sister Mel. For eacli question, choose the correct answer A, B or C.

8

When Nick and Mel were younger,

A they studied music at school.

B their father took them to live concerts. C their mother encouraged them to play music.

9

When Nick and Mel started writing music together, they

A disagreed about the style they should have. B didn't want to be the same as other bands.

C were influenced by different kinds of music.

1O

The band Krispy was started after

A Nick began studying at music school. B two other musicians heard Nick and Mel playing.

C Nick and Mel advertised for the band members.

11

In the band's first year together,

A concert audiences liked their music.

B they signed a recording contract. C their national tour was very successful.

27

Test 1

12

What does Nick say about lite in the band today?

A The older members look after him and Mel. B He's pleased to have the chance to travel.

e

13

What disappointment has the band had?

There's no opportunity for them to relax together.

A They haven't yet had a number one single. B Their first album sold under a million copies.

e

28

A health problem delayed their album recording.

Listeníng

Part 3 Questions 14-19 Yo u will hear aman called Ben, from a young people's organisation, telling a youth group about a course they can do on Saturdays. For each question , fill in the missing information in the numbered space.

Saturday course N ame of Ben's organisation: (14) . ....................... A im of course: Discovering (15) ....................... . Closest course location for this group: (16) ....................... . Length of course: (17) ................. ....... weeks Examples of activities we will do: • Learn how to climb • C ut up wood

• Make a (18) ....................... . • Design a {19) ........................ to take home.

29

Test 1

Part 4 Questions 2o-2s Look at the six sentences for this part. You will hear a boy called Thomas and a girl called Ruby talking about a poster for their school sports day. Decide if each sentence is correct or incorrect. lf it is correct, choose the letter A for VES . lf it is not correct, choose the letter B for NO.

A VES

B NO

20

Ruby realises that the first design of the poster may need improving.

A

B

21

Thomas thinks the poster should be bigger than last year's.

A

B

22

Ruby and Thomas agree that the poster should be in colour.

A

B

23

Ruby thinks the photograph should be in the middle of the poster.

A

B

24

Thomas suggests they use the same photograph as last year.

A

B

25

Ruby thinks every word on the poster should be the same size.

A

B

30

Speaking

About the Speaking test The Speaking test lasts about 1O to 12 minutes. You take the test with another student. There are two examiners in the room. One examiner talks to you and the other examiner listens to you. Both the examiners give you marks.

Part 1 The examiners introduce themselves and then one examiner asks you and your partner to say your names and spell them. This examiner then asks you questions about yourself, your daily lite, interests, etc.

Part2 The examiner asks you to talk about something together and gives you a drawing to help you .

Part3 You each have a chance to talk by yourselves. The examiner gives you a colour photograph to look at and asks you to talk about it. When you have finished talking, the examiner gives your partner a different photograph to look at and to talk about.

Part4 The examiner asks you and your partner to say more about the subject of the photographs in Part 3. You may be asked to give your opinion orto talk about something that has happened to you.

31

Test 2 PAPER 1

READING ANO WRITING TEST

(1 hour 30 minutes)

READING

Part 1 Questions 1-5 Look at the text in each question. What does it say? Mark the correct letter A , 8 or on your answer sheet.

e

Example :

0

(J

n

D

A Go to the office if you have lost a floppy disc.

LOST FLOPPY DISC Logt on Tue~>day - contains lmportant t!fchoolwork. Hand in to office.

8 Make sure all schoolwork is given in on floppy disc to the office.

e

1

~

to~

Wrl9l1es fngti,sl1 lesson wiU be in Room z.4D besUie ttle to.ng(,(0-9e Lo..boro...torH . He's off si.ck , so (,(Se ttle lesson to rev~se for ttle test.. Sri.ng HWr workbooks! n

n J.,J

LJ_

2 Trip to New York Appli cation forms will be avai lable from the school office from 1st November

A The English class must take their workbooks to the language laboratory.

8 The room for English lessons is changing because of the test.

e

The usual English teacher cannot attend today's lesson.

J'. A Application forms are unavailable after 1st November.

8 The earliest that students can pick up their application forms is 1st November.

e 32

lf you have found a floppy disc, please leave it at the office.

Students should give in their applicatiOJl forms on 1st November.

Reading

3

__

_

,

______

A Louis went windsurfing after he went to the funfair yesterday. B Louis played beach volleyball before he went windsurfing.

Having a great holidayl Went windsurling today after playing beach volleybaiL Stopped for a barbecue on the way lo the funfair yesterday. See you soonl Louis

e

4

A Don't sit at the front of the café unless you're attending the party.

Jungle Café SORRYI

Louis went to the funfair before he had lunch.

~- .

Tables at the front of F' ~ÍiÍJ the café are reserved for a · · birthday party.

B Only people invited to the party can come into the café. C lf you're coming to the party you shouldn't use the tables at the front.

5 From:

Marie

To:

Sylviane

Subject : Science Textbooks Thanks for lending me lhat biology book -t'm glad you gol it back OK. You can borrow my chemistry one and return it next week if you want.

A Marie is offering to lend Sylviane a book. B Marie wants to return one of Sylviane's books to her.

e

Marie is asking Sylviane to give back a book she has borrowed.

33

Test 2

Part 2 Questions 6-1 O The young people below all want to find a swimming club they can join. On the opposite page there are descriptions of eight swimming clubs. Decide which club would be the most suitable for the following people. For questions 6- 1 O, mark the correct letter (A-H) on your answer sheet.

6

Ralph is a strong swimmer, and would like a club that organises challenging long-distance events. He'd also like to improve his technique, but only has weekends free.

7

Marta has just learnt to swim and wants to improve quickly so she can jump off the top board into a big pool. She prefers indoor pools, but doesn't like doing competitions.

8

Fiona wants a club where she can swim for pleasu re and meet other people. She'd also like a club that organises games in the pool , and regular social events.

9

Jay can't swim very far at the moment, so he wants to get stronger. He can only attend one evening per week, so would like individual instruction.

10

Daisy wants to attend a swimming club after 6 p.m. on Tuesday and Thursday. She wants to take swimming tests as she moves up from intermediate to advanced level, and hopes to become a winner in club races.

34

Reading

Swimming Clubs Mennaid Club

Elvers Everyone who joins our club takes part in lots of races - and loves to win! So we expect our members to turn up regularly to evening practice sessions - at least three times a week. Come and try our lovely indoor pool- and new high diving board! Individual teaching is available on request.

B

C

Penguins We a im to build water confide nce by maki ng our indoor club meetings as much fun as possib le. Come along and join us for some water volleyball - a nd make friends at the same time! Club discos for teenage members are held once a month.

D

E

Waterworld Our club provides serious swimming training every weekday evening with progress certificates as you pass each level! We do lots of swimming and diving competitions, and we'll teach you the techniques you need to be a champion! You'll also be pushed to achieve a high standard - so we'll need to see you twice a week!

F Seals Group

Wav;es

H

A

G

Our c lub takes a l l lev els o f l earner swimmers in our shallow practice pool , and aims to increase strength and i mprove technique through d i fferent pool games. After 6 pm we can provide one-to -one teaching if requested. Swimmers s h ould try to come once a week.

Swim your way from beginner to intermediate leve! - and get certificates for your hard work in our big outdoor pool. Working in small groups, we'll help you build your strength, ready for swimming the length of the pool - and even jumping from our high board!

Splash! Ready to swim 20 kms across the sea? Come and join our advanced swimmers' club on Saturdays and find out! You' ll be welllooked after, and pool training is also provided to help kcep up your strength and develop a swimming style suitable for open water.

In t his club we meet to do as much swimming in the sea as we can, on weekday evenings. But we're more about swimming for fun than winning lots of competitions, so there are lots of club parties and barbecues too!

Sharks We use the pool inside the new city leisure centre, and take swimmers from complete beginners upwards. We'll help you move up fast through the levels and even jo in our high-diving group if you wish! Club party night is every Saturday!

35

Test 2

Part 3 Questions 11-20 Look at the sentences below about a metal sculpture of a giraffe and its artist, Tom Bennett. Read the text on the opposite page to decide if each sentence is correct or incorrect. lf it is correct, mark A on your answer sheet. lf it is not correct, mark B on your answer sheet.

11

The headmaster wrote to the artist to ask about buying the sculpture for the school.

12

The school got the giraffe sculpture free of charge.

13

The schoolchildren were looking forward to the arrival of the giraffe.

14

The artist Tom Bennett started making metal objects while he was working ata university.

15

Tom thinks that he did an excellent drawing on his first day at school.

16

Tom only made one metal bicycle for himself and his wife.

17

Tom changed one of his metal sculptures into a different animal while he was making it.

18

Tom says that his lion sculpture was very popular with small children .

19

Tom intends his animal sculptures to appear realistic.

20

The pupils of Grangetown High have decided on a name for their giraffe sculpture.

36

Reading

Metal giraffe arrives at school!

The pupils of Grangetown High have been busy getting to know their newest and tallest classmate- a 7-metre-tall giraffe outside their school. The giraffe is a huge metal sculpture made by a local artist. The school's headmaster noticed the sculpture in the artist's garden as he drove past one day, and thought it would be perfect for his school. '1 knew everyone would love it,' he said, 'because our basketball team is known as the Grangetown Giraffes, and they wear giraffes on their shirts. So 1 asked them to write a letter to the artist, asking how much it would cost to buy the giraffe. He was very kind and got it ready to deliver in six weeks- all for nothing! He arranged for it to arrive one Sunday morning, so that the pupils would see it when they got to school on the Monday - at that stage they had no idea that we were getting it.' The artist, Tom Bennett, was a university professor of chemistry before he retired in 2006 and only took up metalwork a couple of years ago. But he had always been a keen artist. 'l've always drawn pictures,' he said. '1can even remember doing it on my first day at school - 1drew a horse. 1wanted it to be the best horse picture ever, but 1don't think 1succeeded!' Tom's first project using metal was a bicycle for two that he and his wife could go cycling on together. 'lt was the most uncomfortable bike ever created,' admits Tom, 'so 1 gave up making bicycles and went into sculpture instead.' 'The first metal sculpture 1ever did was of a lion , which now also lives ata school. lt started out as a cat, but it just didn't look right, so 1made it into a lion and put it in my front garden . 1t soon began to attract attention from passers-by. Sorne small children wouldn't walk past the lion unless they could have a turn sitting and playing on its back. 1think children feel that my sculptures look like actuallive animals, and that's what 1want.' Meanwhile the pupils at Grangetown High are very happy with their new classmate. 'We're going to hold a competition to give ita proper name,' said one girl. 'Everyone likes the expression on its tace, so perhaps that will give us sorne ideas.'

37

Test 2

Part 4 Questions 21-25 Read the text and questions below. For each question, mark the correct letter A, B, e orO on your answer sheet.

Cycling in the countryside By Chris Jones, aged 14 Have you ever been cycling? This spring my older brother and 1left the busy city and spent a long weekend cycling in the countryside. Our average speed was only around 14 kph , but that didn't matter. We hadn't cometo break any speed records, orto get fit and healthy. All we wanted was sorne fresh air and a break from schoolwork. My bike only once went more than 30 kph , and that was when 1raced my brother down the only hill on our route. We really enjoyed cycling along flat, traffic-free country paths. There was plenty of spring sunshine, but it was quite cold, especially in the mornings. We didn't mind, though - and we soon warmed up as we rode along. Our only problem was when my brakes started making a terrible noise. But 1didn't mind as it gave us an excuse to visita café while a helpful bike mechanic had a look at it. That was one of the best things about our route: every few kilometres there was a village where we could find everything we needed . All the local people were really friendly, too. However, most places we stopped at served chips with all the meals, which soon got fairly boring. One night we were woken at 4 a.m. by a group of rugby fans singing loudly in the hotel corridor. We were tired and bad-tempered when we set off the next morning and very nearly got lost, but soon felt more cheerful when the sun carne out. That's what 1like about cycling - it's simple and it's fun. lf you're looking for a short break that's active and cheap, then cycling is a great choice!

21

What is Chris Jones doing in this text?

A B

e O

22

What do we find out about Chris's bike?

A B

e O

38

describing the different places he saw while cycling comparing cycling to other forms of exercise suggesting places to stay on a cycling holiday recommending cycling as a good type of holiday

lt wasn't as good as his brother's. lt was too old to go fast. lt needed attention at one point. lt had trouble going up hills.

Reading

23

Chris was pleased because

A B

e O 24

What did Chris dislike about his trip?

A B

e O 25

he and his brother had chosen a good route. he felt much healthier than before he began his trip. he met other people who were keen on cycling. he went away at the best time of year for cycling.

breaking down the food the weather getting lost

What might Chris say in a postcard to a friend?

B

A l'm having a great holiday, spending lots of time in friendly cafes and enjoying being by myself f or once!

e

l'm having really f it cycling so fast up and down the hills in this part of t he countryside.

o l'm pleased to be away : from cars and lorries 1 for a change. Having a good time, despite some problems.

l'm enjoying cycling with my brother this weekend, and staying ata very quiet hotel in t his countryside.

39

Test 2

Part 5 Questions 26-35 Read the text below and choose the correct word for each space. For each question , mark the correct letter A, B, or D on your answer sheet.

e

Example:

O

A natural

B true

e

clean

D whole

Answer:

Making honey Do you like honey? Honey is a (O) ........................ product, and it is made (26) ........................ honey bees. It has a special sweet flavour, (27) ........................ sorne people prefer to ordinary sugar. Sometimes, it is even possible to (28) ........................ from the flavour what kind of flowers the bees (29) ........................ before producing the honey. Have you ever (30) ........................ about how honey is produced? Beekeepers - people who look after bees- are very important in the making of honey. They (31) ........................ the bees in their care produce (32) ........................ honey than is needed. Then the honey can be removed (33) ........................ causing problems for the bees. Honey collection is an ancient activity, (34) ........................ back at least 10,000 years, and honey has (35) ........................ increasingly popular nowadays as a healthy food. 26

A of

B from

27

A what

B who

28

A know

B take

29

A went

B visited

30

A considered

B guessed

31

A start

B cause

32

A much

B many

33

A a.Jthough

B without

34

A coming

B going

35

A become

B turned

40

e e e e e e e e e e

with

D by

which

D whose

inform

D answer

met

D passed

wondered

D doubted

let

D bring

most

D more

instead

D unless

falling

D moving

gone

D changed

Writíng

WRITING Part 1 Questions 1-5 Here are some sentences about going camping. For each question, complete the second sentence so that it means the same as the first. Use no more than three words. Write only the missing words on your answer sheet. You may use this page for any rough work.

Example: O

My cousin has lent me a very good tent. 1have ............................................................. a very good tent from my cousin.

Answer:

1

1

O

1

borrowed

Everyone in our family enjoys camping holidays. In our family, all of us ............................................................. camping holidays.

2

Camping is cheaper than staying in a hotel. Camping costs ............................................................. than staying in a hotel.

3

The campsite we're going to is near the beach. The campsite we're going to is not too ............................................................. the beach.

4

The campsite has a swimming pool. At the campsite ............................................................. a swimming pool.

5

1asked my friend if he wanted to come camping with us. 1 asked my friend: ' ............................................................. want to come camping with us?'

41

Test 2

Part 2 Question 6 Your friend Alex has invitad you toa party this Saturday afternoon but you can't go. Write an email to Alex. In your email, you should • apologise to Alex • explain why you can't go • suggest another day when you could meet. Write 35-45 words on your answer sheet.

42

Writing

Part 3 Write an answer to one of the questions (7 or 8) in this part. Write your answer in about 100 words on your answer sheet. Mark the question number in the box at the top of your answer sheet.

Question 7 • This is part of a letter you receive from an English friend.

!_ \

My favourite subjects at school are history and art. I don't like maths. Tell me about the subjects you study and what you think about them! What would you like to study in the future? Why?

' < - - - --

-

-- - - - - - '

• Now write a letter answering your friend's questions. • Write your letter on your answer sheet.

Question 8 • Your English teacher has asked you to write a story. • Your story must begin with this sentence:

1was really excíted when 1opened the letter. • Write your story on your answer sheet.

43

Test 2

PAPEA 2

LISTENING TEST

approx 35 minutes (including 6 minutes transfer time)

Part 1 Questlons 1-7 There are seven questions in this part. For each question there are three pictures and a short recording. For each question, choose the correct answer A, B or C.

Example: Where is the girl's hat?

1

B

e

B

e

What is the weather forecast for tomorrow?

A

44

e

What can't the woman find?

A 2

B

Listeníng

3

What did the boy buy?

A

4

e

Which present has the girl bought her mother?

A

5

B

B

e

Which TV programme will they watch together?

A

B

e

45

Test 2

6

What time ís the swímmíng lesson today?

A

7

e

8

e

Whích subject does the boy like best?

A

46

8

Listening

Part 2 Questions 8-13 You will hear an interview with a teenager called Simon about going toan indoor climbing centre that has a climbing wall. For each question , choose the correct answer A, B or C.

8

Simon's mum decided to take him to the climbing centre because

A she had enjoyed going there. B her friend had recommended it.

C Simon had been there with his · school.

9

Before he went to the centre, Simon was

A worried about going climbing there. B interested in seeing the climbing wall.

C disappointed to hear it was all indoors.

1O Simon says that at the centre there were

A lots of people when it opened. B many different types of people.

C no other people his age.

11

What did Simon think about the climbing wall?

A He thought it looked very high. B He was afraid he might fall.

C He found the foot holes helpful.

47

Test 2

12

Why was Simon unhappy with his first climb?

A He was slower than everyone else. B He found it hurt his arms.

e

13

What does Simon feel he learnt from climbing at the centre?

A how to improve his fitness B to think before he does something

e

48

He didn't get to the top.

the best way to work with other people

Part 3 Questions 14-19 You will hear a girl called Hannah talking about her family's champion horse called Griffon. For each question, fill in the missing information in the numbered space.

Griffon the Horse The imernalion